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Since It Permits Seeing the Past Directly, It Will Eliminate at Least at Certain Important Points, the Need for Investigation

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Since It Permits Seeing the Past Directly, It Will Eliminate at Least at Certain Important Points, the Need for Investigation Educació i Història: Revista d’Història de l’Educació DOI: 10.2436/20.3009.01.200 Núm. 31 (gener-juny, 2018), pàg. 19-34 Societat d’Història de l’Educació dels Països de Llengua Catalana ISSN: 1134-0258 e-ISSN: 2013-9632 Tema monogràfic «Since it permits seeing the past directly, it will eliminate at least at certain important points, the need for investigation and study»: documentary film and history of education «Com que permet veure el passat directament, eliminarà, almenys fins a cert punt, la necessitat d’investigació i l’estudi»: films documentals i història de l’educació Ian Grosvenor [email protected] University of Birmingham (Regne Unit) Data de recepció de l’original: juny de 2017 Data d’acceptació: setembre de 2017 RESUM «Com que permet veure el passat directament, eliminarà, almenys fins a cert punt, la necessitat d’investigació i l’estudi», aquestes paraules va escriure Bolesław Matuszewski (1865-1944) al llibre Une nouvelle source de l’histoire (París, 1898). L’assaig de Matuszewski va ser un dels primers textos a considerar el valor històric i documental dels films. També va ser un dels primers realitzadors cinematogràfics a valorar la importància històrica dels films i a proposar la creació d’arxius fílmics per tal de recollir i conservar els materials visuals. En aquest article es revisita el text de Matuszewski amb l’objectiu de reflexionar sobre el moviment documental a la Gran Educació i Història: Revista d’Història de l’Educació, núm. 31 (gener-juny, 2018), pàg. 19-34 19 Ian Grosvenor Bretanya i el valor que tenen els documentals pels historiadors de l’educació. En el text també es presenten els principals problemes d’utilitzar els films en la investigació històrica. Finalment, l’article acaba amb algunes reflexions addicionals sobre els docu- mentals en l’era digital. Paraules clau: documental, moviment documental, arxius, recerca educativa, digital. ABSTRACT «Since it permits seeing the past directly, it will eliminate, at least at certain important points, the need for investigation and study», so wrote Bolesław Matuszewski (1865-1944) in Une nouvelle source de l’histoire (Paris, 1898). Matuszewski’s essay was one of the first texts to consider the historical and documentary value of film. He was also the first film-maker who appreciated the historical importance of film and proposed the creation of film archives for collecting and safekeeping of visual materials. This paper will re-visit Matuszewski’s key text as a way of reflecting on the documentary movement in Britain and the value of documentary film for historians of education. Problems around the use of film in historical research will then be considered. The paper will conclude with some additional reflections on documentary film in the digital age. Key words: documentary; documentary movement; archives; educational research; digital. RESUMEN «Puesto que permite ver directamente el pasado, eliminará, al menos hasta ciertos puntos clave, la necesidad de investigación y estudio», escribió Bolesław Matuszewski (1865-1944) en el libro Une nouvelle source de l’histoire (París, 1898). El ensayo de Matuszewski fue uno de los primeros textos en considerar el valor histórico y documental de los films. También fue uno de los primeros cineastas que supo apreciar la importancia histórica de los films y en proponer la creación de archivos cinematográficos para la recogida y conservación de los materiales visuales. En este artículo se revisita el texto de Matuszewski como una forma de reflexionar sobre el movimiento documental en Gran Bretaña y el valor que tienen los documentales para 20 Educació i Història: Revista d’Història de l’Educació, núm. 31 (gener-juny, 2018), pàg. 19-34 «Since it permits seeing the past directly, it will eliminate at least at certain important points, the need for investigation and study»: documentary film and history of education los historiadores de la educación. Asimismo, se presentan los principales problemas relacionados con el uso de films en la investigación histórica. El documento concluirá con algunas reflexiones adicionales sobre los documentales en la era digital. Palabras clave: documental; movimiento documental; archivos; investigación educativa; digital. 1. «Making history» In March 1898 in the French newspaper Le Figaro the Polish filmmaker and photographer Boleslaw Matuszewski elaborated an authoritative argument for the value to society of film and its conservation. Film offered the present «cinematographic proof» of the nature of the past, «incontestable and … absolute proof», only film had «the character of authenticity, of exactitude and of precision». It was «the truthful and infallible eyewitness» of history. Given these qualities it also offered «a particularly efficient means of teaching» as «it will give a direct vision of the past, [and] will reduce at least in certain points … the need for investigation and study». Film «constitutes not only an historical document but a piece of history and of history which has not vanished and which does not need a genius to bring it back», «all it needs to awaken and to relive the hours of the past is a little light crossing a lens in the midst of darkness». Having made the case for the privileging of film over other forms of historical evidence he then proposed «creating in Paris a museum or cinematographic archive». Once the archive was founded he had a clear vision of how it would be organised: «A qualified committee will accept or leave aside the proposed documents [film] after having considered their historical value. The negative reels accepted by the committee will be sealed in containers, labelled and catalogued. These will constitute the types which will not be touched. The same committee will decide under what conditions the positive reels will be disseminated, and will keep aside those which for reasons of particular convenience can only be given to the public after a certain number of years … One of the curators of the establishment which will have been chosen will be put in charge of this new collection». Matuszewski recognised that the archive would not be very extensive at first, but it would «become larger and larger», in part because of the nature of the «cinematographic photographer», who being of his time Matuszewski naturally characterised as being a «he», was a man of «instinct» who could Educació i Història: Revista d’Història de l’Educació, núm. 31 (gener-juny, 2018), pàg. 19-34 21 Ian Grosvenor naturally guess where circumstance would lead to «historic causes», he was «inventive and daring» and would «contrive even when unauthorised to edge his way in; he will nearly always be able to find the opportunities and places where the history of tomorrow is elaborated». The archive collection would also enlarge because the cost of filmmaking was «diminishing rapidly» and was «falling within the means of ordinary amateurs of photography», many of whom were «becoming interested in the cinematographic application of the photographic art and are only too willing to contribute to making history».1 In sum, Matuszewski’s essay was one of the first texts to consider the historical and documentary value of film. He also recognised both centrality of the film-maker in creating a movement and the democratic potential of film-making. As such, his vision of «making history» through film offers a useful lens through which to review the documentary movement in Britain and the value of documentary film for historians of education. 2. Documentary form and mode: a problem of definition Documentary has been dogged by problems of definition and categorisation. John Grierson, the chief architect of the documentary movement in Britain in the 1930s and 1940s coined the formulation in 1933 that documentary was -«the creative treatment of actuality».2 It has since has been «welcomed as insightful summary; rejected as self-contradictory; dismissed as vague obfuscation; and acknowledged as a brilliant statement of the obvious».3 There is no reference in Grierson’s definition to a film maker’s intentions and audience expectations, however, he did write elsewhere that it was important to note «different qualities of observation, different intentions in observation, and, of course, very different powers and ambitions at the stage of organising material».4 Grierson directed only one film, Drifters in 1 Matuszewski, Boleslaw. «A New Source of History: Creation of an Archive of Historical Cinematography», Ballantyne, James (Ed.). Researcher’s Guide to British Newsreels, vol. 111. London: British University Film and Video Council, 1993, p. 59-61 2 The phrase was attributed to Grierson without citation by Forsyth Hardy in 1946, and by Paul Rotha in 1952, but traced by Derek Paget to a 1933 article in Cinema Journal, a Scottish publication edited by Grierson himself, see Winston, Brian. Fires Were Started. London: British Film Institute, 1999, p. 56. 3 Russell, Patrick. 100 British Documentaries. London: BFI, 2007, p. 2. 4 Grierson, John. «First Principles of Documentary 1932-34», Hardy, Forsyth (ed.). Grierson on Documentrary. London: Faber and Faber, 1979, p. 35. 22 Educació i Història: Revista d’Història de l’Educació, núm. 31 (gener-juny, 2018), pàg. 19-34 «Since it permits seeing the past directly, it will eliminate at least at certain important points, the need for investigation and study»: documentary film and history of education 1929, after which he became a producer. For Grierson documentary was the «drama of the doorstop»5 and «actuality» made the documentary film superior to other forms of film, and the «creative treatment» made them more advanced than mere «illustrated lectures».6 Basil Wright, the English documentary film maker and Grierson’s collaborator, argued in 1947 that a definition of documentary film was not necessary: «it becomes quite plain that documentary is not this or that type of film, but simply a method of approach to public information [emphasis in the original]».
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